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Best Practices in Curriculum Design, Delivery System and Assessment and Evaluation

Best Practices in Curriculum Design, Delivery System and Assessment and Evaluation. Rozinah Jamaludin 4 April 2013. Bengkel Training for Master Trainers: Higher Education Learning and Teaching, 3& 4 April 2013, AKEPT, Negeri Sembilan.

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Best Practices in Curriculum Design, Delivery System and Assessment and Evaluation

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  1. Best Practices in Curriculum Design, Delivery System and Assessment and Evaluation Rozinah Jamaludin 4 April 2013 Bengkel Training for Master Trainers: Higher Education Learning and Teaching, 3& 4 April 2013, AKEPT, Negeri Sembilan.

  2. Best practice is a method or technique that has consistently shown results superior to those achieved with other means, and that is used as a benchmark. In addition, a "best" practice can evolve to become better as improvements are discovered (Wikipedia, 2012).

  3. Academic Ecosystem Program APEX 2nd PHASETRANSFORMING BEYOND 2013 Students Pedagogy Curriculum Lecturers Modes & medium of delivery Leadership Academic By: Profesor Ahmad Shukri Mustapha Quality Assessment LearningEnvironment Recognition Accountability

  4. What is global citizen? APEX 2nd PHASETRANSFORMING BEYOND 2013 Academic By: Profesor Ahmad Shukri Mustapha Source: www.LTScotland.org.uk/globalcitizenship

  5. Prominence in Sustainability Programs to Nurture Responsible Global Citizens (RGC) APEX 2nd PHASETRANSFORMING BEYOND 2013 Strengthening & enhancing competitive edge of academic programs Enhancing Distinctive Student Experience Enhancing Global Presence & Visibility • Increased no. of International Chairs in Sustainable Programs. • Increased no. of international students for flagship sustainability-based programs. • Increased no. courses related to sustainability as an Open Educational Resources (OER). • International Awards/Fellowships/Visiting Professors • Program in top 10 ranking in regional/global level • Infusion of the global dimension in the curriculum design for sustainability programs. • Teaching and learning practices associated with global citizenship education. • Infusion of ICT in T&L • Curriculum design with embedded 21st century skills • Students possess multi-lingual language competency • Enhanced student mobility program. • Joint program with universities renowned for its sustainability programs. • Flagship program from each cluster with international accreditation. • Flagship programs with 100% of graduate employability • Flagship program with English as a medium of delivery Academic By: Profesor Ahmad Shukri Mustapha

  6. Concept of curriculum design • A curriculum (plural: curricula or curriculums) is the set of courses, and their content, offered at a school or university. • Curriculum specifies all the knowledge, skills and attitudes plus the main objectives which would want to achieve. Design is essentially a rational, logical, sequential process intended to solve problem. • Curriculum Design is a sequential process that serves as a guideline for teaching, learning and assessment approaches.

  7. Integrated curriculum-The problem-based model

  8. The theme-based model • Mathematics • Science • Technology • Language Arts • Social Studies

  9. Types of Curriculum Design • Product and Process Model by Tyler (1949) • Technical or Non-Technical approaches by Ornstein and Hunkins (2004) • Backward Design Model, advocated by Wiggins & McTighe (2010)

  10. Delivery Systems

  11. Types of Delivery System • Face-to-Face Instruction • Distance learning • Online learning • e-Learning • Blended Learning • Student Centred Learning

  12. The SPICE MODEL • S – Student Oriented • P – Problem Based • I – Integrated • C – Community Oriented • E – Electives • S – Self learning and Systematic

  13. PBL at KLE Belgaum, Karnataka, India • 3 PBL sessions • One theme per week of 3 PBL sessions • Ideally 8 -10 students per group • One tutor per group • Scenario/triggers: given to students • Three triggers are given for three sessions • Tutor’s guide : give to facilitator only • Each week a new topic

  14. KLE Belgaum

  15. Concept assessment and evaluation • Assessment is a process of determining "what is." Assessment provides faculty members, administrators, trustees, and others with evidence, numerical or otherwise, from which they can develop useful information about their students, institutions, programs, and courses and also about themselves.

  16. Evaluation uses information based on the credible evidence generated through assessment to make judgments of relative value: the acceptability of the conditions described through assessment. The statement "If you don't have any goals, you don't have anything to assess" expresses the close relationship between goals and effective assessment

  17. Types of assessment and evaluation • desired outcomes the ultimate results desired or actually achieved) • processes (the programs, services, and activities developed to produce the desired outcomes) • inputs (the resources: students, faculty and staff members, buildings, psychological climate)

  18. Assessment and evaluation and disciplines • Summative Evaluation • Formative Evaluation

  19. Critical analysis of best practices curriculum design, delivery system and assessment and evaluation • Who?, what?, where?, why?, when? and how ?

  20. Thank You…

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